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How we think
a restatement of the relation of reflective thinking to the educative process
320 pages
A rigorous, foundational exploration of how the human mind wrestles with problems and constructs meaning.
What it feels like
Reading this foundational text feels like sitting in a quiet, sunlit study with a brilliant, uncompromising mentor. The pace is steady and deliberate, demanding that you slow down and weigh each sentence. It is not a book that washes over you; rather, it requires active, reflective engagement, mirroring the very cognitive processes it describes. The mood is deeply intellectual and contemplative, steeped in an earnest belief in the power of education to shape a better society. The prose is formal and dense, characteristic of early twentieth-century philosophy, yet it rewards the patient reader with profound clarity. It will delight educators, cognitive psychologists, and lifelong learners who crave a rigorous, structural understanding of how curiosity transforms into disciplined, critical thought.
- Mood
- contemplative
- intellectual
- structured
- Tone
- analytical
- instructive
- earnest
- philosophical
- Pace
- steady
- Themes
- the mechanics of thought · purpose of education · intellectual discipline · cultivating curiosity
- The writing
- Formal, dense, and meticulously precise, demanding careful attention to unpack its early twentieth-century academic phrasing.
- The arc
- Moves from a state of unexamined assumption to a structured, enlightened appreciation of reflective thought.
- Who it's for
- Educators, philosophers, and deep thinkers who want to understand the fundamental cognitive processes behind learning and teaching.
About the book
Microfilm. Washington, D.C.: Library of Congress Photoduplication Service, 1984. 1 microfilm reel; 35 mm. Call number of original: BF455.D5. Master microform held by: DLC.
Description from Open Library.
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